Research has shown that cooperative learning rather than competitive behavior enhances students' achievement, self-esteem, and satisfaction while reducing performance anxiety. Although cooperation within a small group results in greater productivity and member satisfaction, it should be considered only as a means to an end, not an end in itself. A curriculum using cooperative learning incentive structures was implemented at a community college in California, in three speech communication courses with a total of 80 students. To improve this curriculum, information regarding innovative techniques and attitudes about the teaching of small group communication was gathered at the Northern California Bay Area Speech Teachers Conference. The tasks chosen for the pilot curriculum were based on E. Aronson's jigsaw model, which includes the concepts of group reward, individual learning, task specialization, and pro-social behaviors. Questionnaires completed by students at the end of the course indicated that cooperative learning techniques clarified the goals to the students while encouraging them to work toward a sense of trust, individual learning, individual satisfaction, and group cohesion in the classroom. A survey of teachers revealed that instructors consider cooperation in the classroom more conducive to student satisfaction and productivity than competition. (A list of definitions and an outline of the jigsaw learning model are included, and copies of the teacher survey and student contract are appended.) (SRT)